Preece (2013) gives a global definition of lifelong education as a learning concept that encompasses the formal, informal, and non-formal platforms throughout the life of an individual with an aim of obtaining maximum personal, professional, or social development through the acquisition of skills, attitudes, and knowledge. The lifelong education status is the USA is admirable. For the last few decades, America has enjoyed a steady growth in the availability of platforms where citizens can improve their knowledge and skills (Bosworth, 2007). The rise in the education attainment level in the US has contributed to the improvement of lifelong learning significantly. Consequently, America continues to enjoy productivity gains, global competitiveness, and steady economic growth (Bosworth, 2007).
Unlike other countries (developing nations), American possesses several factors that place her at an advantageous position. African nations, for instance, are cumbered with barriers to lifelong education such as poverty, sociopolitical turmoil, marginalization, and technological deficiencies among others (Maruatona, 2006). The US, being a developed country, is superior regarding economic prosperity, political stability, and technological advancement. Below is a list of three advantages that America has in regards to lifelong education
A significant proportion of the American population has access to formal education. The 20th century brought about a steady increase in the education level of the labor force in America due to the increase in the federal investment in the education sector (Bosworth, 2007). As the economic growth continued to rise steadily, the American labor market continued to demand highly skilled and knowledgeable individuals to meet the global level of competitiveness. Consequently, Americans have cultivated the attitude and practice of improving their knowledge and skills on a continuous basis for either professional or personal reasons (Horrigan, 2016). According to Horrigan (2016), 87% and 60% of individuals who participated in personal learning activities in the last one year are college and high school graduates respectively while 72% and 49% of university and high school graduates respectively were involved in professional learning in the last one year. Apparently, the higher the level of education an individual attains, the greater the probability that he or she will become a lifelong learner.
A large fraction of American citizens has access to digital technology that makes knowledge pursuits easy and attainable (Horrigan, 2016). The Pew Research Center conducted a survey that indicates “America is a nation of ongoing learners” (Horrigan, 2016). The Internet has become a crucial tool in facilitating lifelong learning processes for youngsters as well as adult learners. Electronic devices such as smartphones and tablets allow personal learners to access online educational materials such as publications, educational clubs, conventions, shows, online conferences, and courses that help them to obtain knowledge in their areas of interest. Professional learners are also thriving in the digital age due to the advantages of online networking and access to professional materials and courses.
Poverty levels in the US are low compared to those in developing countries. As such, a significant portion of Americans can access educational platforms such as job training forums, conventions, and conferences. Economic well-being also exposes individuals to technological assets like internet connection, computers, and smartphones that facilitate both personal and professional educational activities. A high household income is instrumental in enhancing lifelong education. America as a nation enjoys this advantage.
Despite the many gains that the USA has achieved in lifelong education, several areas need to be addressed to ensure sustainability. These aspects include the adult literacy, economic incentives for employers and employees for education investment, as well as flexible university programs for working individuals.
Adult illiteracy is a severe problem in America. Bosworth (2007) reports the findings of the 2003 National Assessment of Adult Literacy that shows that 14% and 22% of Americans have a below basic level of prose and quantitative literacy respectively. A labor market that is composed of a significant fraction of low literacy level workers has a dragging effect on economic growth. Currently, there are no effective strategies aimed at improving the educational attainment of American adults who are already in the workforce (Bosworth, 2007). There is a need to formulate federal policies that encourage employees to attain higher levels of training.
According to Bosworth (2007), current national systems do not encourage employers to invest in the training of under-skilled staff, and they provide inadequate support to workers who have an interest in improving their knowledge and skills. Bosworth (2007) recommends the increase of the employer tax credit and the Lifetime Learning Tax Credit (LLTC) to 50%. Such an increment in tax credits would encourage employers and employees to take up educational investments
Higher education institutions in America need to come up with flexible training programs that are conducive for the working population. A strategy that matches federal grants to innovative and effective credential platforms for adult employees would go a long way in encouraging lifelong learning (Bosworth, 2007). Such platform and education pathways should possess program structures and delivery systems that work for adult workers.
References
Bosworth, B. (2007). Lifelong Learning: New strategies for the education of working adults. Retrieved Jul. 11, 2016, from https://www.americanprogress.org/issues/labor/report/2007/12/07/3770/lifelong-learning-new-strategies-for-the-education-of-working-adults/
Horrigan, J. B. (2016). Lifelong learning and technology. Retrieved Jul. 11, 2016, from http://www.pewinternet.org/2016/03/22/lifelong-learning-and-technology/
Maruatona, T. (2006). Lifelong learning for facilitating democratic participation in Africa. International Journal of Lifelong Education, 25 (6): 547-560
Preece, J. (2013). Africa and international policymaking for lifelong learning: Textual revelations. International Journal of Educational Development 33: 98-105.
